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Technology Infused Lesson Plan

Title: Math Web Page Development

Subjects: Mathematics

Learning Level: Geometry, Connected Math 8

Abstract:

Construction of Web page. Using the Web to facilitate student learning of mathematics and to enhance classroom management.

Invitation:

Content of Web page included:

• Mathematical Web site links
• Description of daily activities
• Display of student work.

Tasks:

Several tasks were assigned. In general, students would be expected to check the Web site to see what is assigned. However, more specifically, Web sites were explored involving surface area, golden rectangles and the Pythagorean Theorem.

Situations:

Students utilized the computer lab to access the Web site and to link to the other sites. Students filled out a worksheet that dealt with the topic of interest. Considerable time was spent on the Pythagorean Web sites. Students explored right triangles, which lead to derivation of the Pythagorean Theorem. In addition, they walked through an algebraic proof of the Pythagorean Theorem. This would have been difficult (if not impossible) to do without the Web site. Students were later able to recall what happened when the teacher referenced this process. This, too, is somewhat surprising.

Interactions:

Students independently interacted with the Web sites, and were aided by handouts. Classroom discussions followed, and were interspersed as needed.

Tools:

• Computers in labs
• Web browser
• Web sites

Assessment:

• A student survey was conducted to see if students were benefiting from the varied format of presentation.
• In addition, all the regular classroom assessment was conducted to test the content behind the Web sites.

Projects:

Future tasks:

We were not able to have the Web site fully functioning, because the classroom was not set up in such a way that the teacher could update her own Web site. Some of our plans were not fully implemented, but future goals are two-fold:

• Have the Web site updated daily with the activities of the day. This may also include having scores on the Web site. In general, to have students be self-responsible and accountable for classroom assignments as well as awareness of what happened in class. This facilitates students transition into college, where they will have to be more self-sufficient.
• Have the Web site contain more math content on a few units that are difficult to present via lecture format. For example (and this was at least partially implemented), surface area and other three-dimensional type topics are presented quite well on some public Web sites. We are also concerned that students continue to make a connection between what is done on these sites and what is done in class (or with other methods). Doing mathematics (including discussion of mathematics) is often seen as something outside oneself, and we would like to see the Web sites facilitate mathematical learning.

We will (and have) used the Web to archive students work. Student work is presented on the Web site, for example their tesselations and designed "zoos" (two-dimensional layouts of zoos).

Standards: (Minnesota Graduation Standards and ISTE)

• Shape, space and measurement.
• Geometry and Spatial Sense.

Author(s): Deb Halver and the TechnoRooters.

Submitted by: TechnoRooters Collaboratory, Arrowhead "Preparing Tomorrow's Teachers to Use Technology" Project, Dept. of Education, University of Minnesota Duluth.

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